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Cited by 431Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEthics and Social Impacts of AI

What ChatGPT means for universities: Perceptions of scholars and students

Open access
Mehmet Fırat·2023·Journal of Applied Learning & Teaching
DOI 10.37074/jalt.2023.6.1.22
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Abstract

This study investigates the implications of ChatGPT, an AI-powered language model, for students and universities by examining the perceptions of scholars and students. The responses of seven scholars and 14 PhD students from four countries – Turkey, Sweden, Canada and Australia – are analysed using a thematic content analysis approach. Nine key themes emerge from the findings. According to their frequency of recurrence, these themes are: “Evolution of learning and education systems”, “changing role of educators”, “impact on assessment and evaluation”, “ethical and social considerations”, “future of work and employability”, “personalized learning”, “digital literacy and AI integration”, “AI as an extension of the human brain”, and “importance of human characteristics”. The potential benefits of AI in education as well as the challenges and barriers that may arise from its integration are discussed in the context of existing literature. Based on these findings, suggestions for future research include further exploration of the ethical implications of AI for education, the development of strategies to manage privacy concerns, and the investigation of how educational institutions can best prepare for the integration of AI technologies. The paper concludes by emphasizing the importance of understanding the potential opportunities and challenges associated with AI in higher education and the need for continued research in this area.

AI snapshot

Written from the paper’s full text.

TL;DR

This study uses thematic content analysis of responses from seven scholars and 14 PhD students to examine perceptions of ChatGPT’s implications for students and universities. Nine themes emerged, with the most frequent being “evolution of learning and education systems,” “changing role of educators,” and “impact on assessment and evaluation.”

Key findings

  • Nine key themes emerged from 24 comments by 21 participants: “Evolution of learning and education systems,” “changing role of educators,” “impact on assessment and evaluation,” “ethical and social considerations,” “future of work and employability,” “personalized learning,” “digital literacy and AI integration,” “AI as an extension of the human brain,” and “importance of human characteristics.”
  • The most repeated themes were “evolution of learning and education systems” with 16 frequencies, “changing role of educators” with 13 frequencies, and “impact on assessment and evaluation” with 11 frequencies.
  • Participants generally agreed that AI will significantly impact traditional learning methods, shift focus toward skills and competencies, and redefine the roles of educational institutions, while also recognizing challenges and expressing optimism for AI in education.
  • The findings are discussed as consistent with existing literature on benefits and challenges, including personalized learning, changing educator roles, assessment concerns, digital literacy, ethics, and responsible implementation.

Methods

  • Qualitative study using thematic content analysis of responses to an open-ended question about the potential impact of ChatGPT on students and universities.
  • Data were collected from seven scholars via ResearchGate and 14 PhD students via Google Form, totaling 21 participants from Turkey, Sweden, Canada, and Australia; all PhD students were from Turkey, and most participants were from education-related fields.
  • The resulting data set contained 24 comments from 21 participants; analysis followed a six-step thematic content analysis approach.

Limitations

  • The paper states that the research is limited by a sample size of 21 scholars and PhD students and by using a single open-ended question for data collection.
  • The paper states that it assumed participants understood the English question correctly because PhD programmes require adequate English, and it calls for including participants from more diverse backgrounds, countries, and academic fields.
  • Evident from the text: all PhD students were from Turkey and the majority of participants were from education-related fields, which limits the breadth of perspectives; the paper also notes future research could benefit from additional qualitative and quantitative methods, including longitudinal and experimental designs.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.37074/jalt.2023.6.1.22

Cites

30 of 30 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 24 cited sources checked · 0 supported · 0 flagged

  • Interpretationown data
    § Findings

    The three most frequent themes show that scholars and students think that AI technologies will change our habits regarding the implementation and evaluation of education by looking at the capabilities of ChatGPT.

    “These three themes show that scholars and students think that AI technologies will change our habits regarding the implementation and evaluation of education by looking at the capabilities of ChatGPT, one of the leading AI applications.”
    Quote in the paperSubstantial claim
  • Premisecitation
    § Discussion and conclusion

    Integrating AI in education raises concerns about assessment and evaluation, as traditional methods may become obsolete in the face of AI-generated answers.

    “However, integrating AI in education also raises concerns about assessment and evaluation, as traditional methods may become obsolete in the face of AIgenerated answers (Rudolph et al., 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Rudolph et al., 2023

      Not checked in the free run.

  • Premisecitation
    § Discussion and conclusion

    AI tools can increase student engagement and satisfaction by relieving university staff of routine tasks and allowing them to focus on higher-order skills and mentoring.

    “The changing role of educators, as discussed by Fırat (2023), Bozkurt (2023), and Sengupta and Chakraborty (2020), supports the idea that AI tools can increase student engagement and satisfaction by relieving university staff of routine tasks and allowing them to focus on higher-order skills and mentoring.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Fırat (2023)

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    • cites Bozkurt (2023)

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    • cites Sengupta and Chakraborty (2020)

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  • Classified as probably not a substantial claim. 28
  • The quote only partly states this claim. 1
  • May combine two claims. 18

  • Classified as probably not a substantial claim.

    Findingown data
    § Findings

    The most repeated themes were

    “As can be seen in Figure 1, the most repeated themes were”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data
    § Abstract

    The nine themes, in order of frequency of recurrence, are:

    “According to their frequency of recurrence, these themes are:”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). The quote only partly states this claim.

    Findingown data
    § Abstract

    Nine key themes emerged from the analysis of responses from seven scholars and 14 PhD students.

    “Nine key themes emerge from the findings.”
    • Also stated in: § Findings · plain
      “Nine themes emerged from the analysis of the comments on the question”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data
    § Findings

    Participants recognize the challenges and potential issues that may arise in the process, but they express optimism for the future of AI in education.

    “Participants also recognize the challenges and potential issues that may arise in the process, but they express optimism for the future of AI in education.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data
    § Findings

    The comments of scholars and PhD students reflect the diverse opinions and concerns of the participants regarding integrating Chat GPT and AI into education.

    “The comments of scholars and PhD students reflect the diverse opinions and concerns of the participants regarding integrating Chat GPT and AI into education.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Study design and conductnone given
    § Ethical considerations

    The COPE (Committee on Publication Ethics) guidelines have been followed in this research.

    “The COPE (Committee on Publication Ethics) guidelines have been followed in this research.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    Students had a positive attitude towards the chatbot and perceived it as a useful tool for language learning.

    “The study found that students had a positive attitude towards the chatbot and perceived it as a useful tool for language learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Xiong et al. (2021)

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Introduction

    The introduction of AI technologies in education has the potential to revolutionize traditional educational practices, promote personalized learning experiences, and foster the development of soft skills.

    “The introduction of AI technologies in education has the potential to revolutionize traditional educational practices, promote personalized learning experiences, and foster the development of soft skills (Fırat, 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Fırat, 2023

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § Literature review

    Chatbots can reduce the workload of university staff by answering frequently asked questions.

    “The study also highlighted that chatbots could reduce the workload of university staff by answering frequently asked questions.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Sengupta and Chakraborty (2020)

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  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given
    § Literature review

    As of early April 2023, there is an insufficient number of studies addressing the perspectives of scholars and students on the rapid use of ChatGPT.

    “However, as of early April 2023, there is an insufficient number of studies addressing the perspectives of scholars and students on the rapid use of ChatGPT.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation
    § Literature review

    ChatGPT has raised both academic integrity concerns and the potential for enhanced learning in higher education.

    “Sullivan et al. (2023) found that ChatGPT has raised both academic integrity concerns and the potential for enhanced learning in higher education.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sullivan et al. (2023)

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  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Premisenone given
    § Literature review

    It is not yet possible to assert a consensus among educators, specifically concerning ChatGPT.

    “However, it is not yet possible to assert a consensus among educators, specifically concerning ChatGPT.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationown data
    § Thematic content analysis

    The study was able to extract valuable insights and opinions from the collected responses, providing a deeper understanding of the potential implications of Chat GPT and AI integration in the context of students and universities.

    “Using the thematic content analysis method, the study was able to extract valuable insights and opinions from the collected responses, providing a deeper understanding of the potential implications of Chat GPT and AI integration in the context of students and universities.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § Discussion and conclusion

    Recent advancements in AI, such as GPT-3.5 and GPT-4, have further implications for education as these models become increasingly capable of understanding and generating human-like text.

    “Recent advancements in AI, such as GPT-3.5 and GPT-4, have further implications for education as these models become increasingly capable of understanding and generating human-like text (Adiguzel et al., 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Adiguzel et al., 2023

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationown data
    § Discussion and conclusion

    This research highlights the transformative potential of AI technologies such as ChatGPT for students and universities.

    “For students and universities, this research highlights the transformative potential of AI technologies such as ChatGPT.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data
    § Discussion and conclusion

    The shift to AI in education brings about challenges in assessment, digital literacy, and ethical considerations.

    “However, this shift brings about challenges in assessment, digital literacy, and ethical considerations.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Introduction

    The main differences between GPT-3.5 and GPT-4 are the parameter size of the models, the ability to use images as input in addition to text, and the use of Rule-Based Reward Models in its training.

    “The main differences between GPT-3.5 and GPT-4 are the parameter size of the models (GPT-3.5 has 175 billion parameters while GPT-4 has much more context length, the ability to use images as input in addition to text, and the use of Rule-Based Reward Models in its training (Koubaa, 2023;OpenAI, 2023).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Koubaa, 2023

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    • cites OpenAI, 2023

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    Premisecitation
    § Introduction

    GPT-3, an auto-regressive language model, was found to perform strongly on many NLP datasets, such as answering questions and completing missing words in the training process.

    “GPT-3, an auto-regressive language model, was found to perform strongly on many NLP datasets, such as answering questions and completing missing words in the training process (Brown et al. 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Brown et al. 2020

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  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning
    § Discussion and conclusion

    This development supports the theme of

    “This development supports the theme of”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    The advantages of ChatGPT include personalized learning, the encouragement of interactive learning, and the potential for formative assessment that supports teaching and learning and provides continuous feedback.

    “They found that the advantages of ChatGPT include personalized learning, the encouragement of interactive learning, and the potential for formative assessment that supports teaching and learning and provides continuous feedback.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Baidoo-Anu and Owusu Ansah, (2023)

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  • May combine two claims.

    Interpretationown data
    § Findings

    Overall, the consensus among participants is that AI will significantly impact traditional learning methods, shifting the focus on skills and competencies and redefining the roles of educational institutions.

    “Overall, the consensus is that AI will significantly impact traditional learning methods, shifting the focus on skills and competencies and redefining the roles of educational institutions.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    The content analysis of 100 news articles revealed mixed responses, with an emphasis on academic integrity and innovative assessment design.

    “Their content analysis of 100 news articles revealed mixed responses, with an emphasis on academic integrity and innovative assessment design.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Sullivan et al. (2023)

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation
    § Discussion and conclusion

    The findings from the thematic content analysis are consistent with the existing literature, highlighting the potential benefits and challenges of integrating AI, such as ChatGPT, into education.

    “The findings from the thematic content analysis are consistent with the existing literature, highlighting the potential benefits and challenges of integrating AI, such as ChatGPT, into education.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation
    § Discussion and conclusion

    The themes related to digital literacy, ethical and social considerations, and the importance of human-specific features are evident and strongly emphasized in the related literature.

    “The themes related to digital literacy, ethical and social considerations, and the importance of human-specific features are also evident and strongly emphasized in the related literature.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Willems (2023)

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    • cites Halaweh (2023)

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    • cites Crawford et al. (2023)

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  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationown data
    § Discussion and conclusion

    Integrating AI in education offers numerous opportunities to enhance learning experiences, personalize instruction, and transform the role of educators.

    “In conclusion, integrating AI in education offers numerous opportunities to enhance learning experiences, personalize instruction, and transform the role of educators.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    The potential benefits for disadvantaged students and students' perspectives remain underrepresented in media discussions.

    “However, the study also noted that the potential benefits for disadvantaged students and students' perspectives remain underrepresented in media discussions.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Sullivan et al. (2023)

      Not checked in the free run.

  • May combine two claims.

    Premisecitation
    § Discussion and conclusion

    Chatbots can improve student performance and knowledge retention.

    “In a similar vein, Alotaibi et al. (2020) found that chatbots can improve student performance and knowledge retention, which supports the theme of personalized learning found in the analysis of this study.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Alotaibi et al. (2020)

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    Chatbot technologies can enhance student interaction and learning processes, enrich learning experiences, and potentially improve student motivation, engagement, and learning outcomes.

    “Research has demonstrated that chatbot technologies can enhance student interaction and learning processes (D'Mello et al., 2014), enrich learning experiences by impacting student success in higher education (Winkler & Söllner, 2018), and potentially improve student motivation, engagement, and learning outcomes (Deng & Yu, 2023).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites D'Mello et al., 2014

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    • cites Winkler & Söllner, 2018

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    • cites Deng & Yu, 2023

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  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Premisenone given
    § Introduction

    The integration of AI in education raises critical questions about the potential challenges and obstacles that may emerge as a result of this technological shift.

    “However, the integration of AI in education also raises critical questions about the potential challenges and obstacles that may emerge as a result of this technological shift.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Literature review

    ChatGPT has been found to have issues of misinformation generation, bias in data training and privacy issues.

    “However, ChatGPT has been found to have issues of misinformation generation, bias in data training and privacy issues.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Baidoo-Anu and Owusu Ansah, (2023)

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation
    § Introduction

    GPT-4 is more reliable, more creative, and can handle much more nuanced instructions than GPT-3.5.

    “GPT-4 is more reliable, more creative, and can handle much more nuanced instructions than GPT-3.5 (OpenAI, 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites OpenAI, 2023

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given
    § Limitations

    This research is limited by a sample size of 21 scholars and PhD students and an open-ended question for data collection.

    “This research is limited with a sample size of 21 scholars and PhD students and an open-ended question for data collection.”
    Quote in the paperNot a substantial claim
32 of 32

  • The authors state this as an assumption.

    PhD students and scholars understood the question asked in English correctly.

    “Since PhD programmes require an adequate level of English, it was assumed that students and scholars understood the question asked in English correctly.”
1 of 1

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Applying AI technologies can facilitate analyzing students' learning procedures, performance, and needs, providing instructors with timely feedback, and assisting them in delivering adaptive instruction; consequently, teaching and learning effects were somewhat improved.

    “Applying AI technologies can facilitate analyzing students' learning procedures, performance, and needs, providing instructors with timely feedback, and assisting them in delivering adaptive instruction.”

    From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Firat, 2023

    Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

    Experimental — accuracy not yet measured

  • Overreliance on AI, data privacy, and unequal access to AI tools are challenges in instruction.

    “Firat (2023) also mentioned overreliance on AI, data privacy, and unequal access to AI tools as challenges.”

    From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Firat (2023)

    The Abstract identifies privacy concerns as an issue requiring strategies, and the Discussion and conclusion calls for responsible and equitable AI implementation. But the passages do not identify overreliance on AI or unequal access to AI tools as instructional challenges; the call for equitable implementation alone does not establish the latter. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • ChatGPT has the potential to offer personalized learning experiences and support an effective learning process by providing students with customized feedback and explanations tailored to their needs and abilities.

    “ChatGPT has the potential to offer personalized learning experiences and support an effective learning process by providing students with customized feedback and explanations tailored to their needs and abilities”

    From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [27]

  • Students are optimistic about the potential of ChatGPT to be used in universities.

    “Previous studies indicate that students are optimistic about the potential of ChatGPT to be used in universities [22,23].”

    From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [22]

  • Students believe that ChatGPT can be used to help them with their studies, such as providing personalized feedback and answering questions.

    “They believe that ChatGPT can be used to help them with their studies, such as providing personalized feedback and answering questions.”

    From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [22]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Cited paper does not match the described GPT-4 study

    Minor

    The text attributes a GPT-4 training methodology to Okuyama and Suzuki, but the cited reference is titled "Correlators of double scaled SYK at one-loop," an unrelated subject.

  • Haque citation year differs from the reference

    Minor

    The in-text citation gives Haque et al. as 2023, while the corresponding reference lists 2022.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 3

  1. Biswas, S. (2023, February). Role of ChatGPT in education. https://ssrn.com/abstract=4369981
  2. Smith, K., Jones, L., & Davis, B. (2023). GPT-4 and beyond: Exploring the limits of language AI. Frontiers in Artificial Intelligence, 6, 12345. https://doi.org/10.3389/ frai.2023.12345 · DOI
  3. Mehmet Firat. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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Authors
Fırat, M.
Affiliations
Anadolu University (TR)
Corresponding author
Mehmet Fırat
ORCID
Mehmet Fırat
Venue
Journal of Applied Learning & Teaching
Publisher
Open Access Publishing Association
Published
2023-04-19
Volume
6
Issue
1
ISSN
2591-801X (ISSN-L)
DOI
10.37074/jalt.2023.6.1.22
OpenAlex
W4366422585
Semantic Scholar
6f9f5e84221b991756500676031e0ebb4dc00b0d
Cited by
431
References
27
Citations by year
2026: 55 · 2025: 131 · 2024: 185 · 2023: 60
FWCI
100.90
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Journal of Applied Learning & Teaching (publishedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Social Sciences › Safety Research › Ethics and Social Impacts of AI
Keywords
ChatGPT, large language models, artificial intelligence in education, higher education, student perceptions, doctoral students, role of educators, assessment and evaluation, AI ethics, digital literacy, personalized learning, employability, future of work, privacy concerns, AI integration in universities

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-09.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-09.

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